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FAMILY NAME/SURNAME FIRST NAME/GIVEN NAME(S)
Moerkerken Gerry

STUDENT NUMBER NAME OF LECTURER/TUTOR

22209659 Given Name Louise
Surname Moroney
TITLE / TOPIC OF ASSIGNMENT DUE DATE
Learning Program 16/11/2017

UNIT CODE / UNIT NAME COURSE

EDUC5474: Information and Communication Graduate Diploma of Education
Technology Curriculum II

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ASSIGNMENT 2 2

Personal Philosophy
Technology has become a necessary skill of the 21st century. This development has demanded a
high quality of education in technology just as there are high demands for quality education in
literacy and numeracy. Technology can be taught in a variety of ways to support learning.
Research, for example shows that technology can be used to support learning by increasing
motivation, providing real-life experiences, enabling multiple modes of representing various
ideas, enabling collaboration and allowing for differentiation (Ng, 2015). It is important,
however, that technology is used in its place. Research by Hattie (2013) shows that teaching with
technology is best used as a supplement to traditional teaching practice (as cited by Ng, 2015). It
would appear then, that technology teachers play an extremely important role in the development
of students. It is not likely students will be learning how to use technology in other classes, yet it
is considered a necessary skill of the age we live in.

Since technology is so important in the students learning journey I believe there should be a
dedicated unit of study where the focus is strictly technology as will be the case in Australia in
2018. I think the elements of this unit should include teaching students how to use technology, or
teaching them digital citizenship, but also how to create with technology, or digital literacy.
Ribble (2011) has divided digital citizenship into 9 elements, one of these being digital literacy
(as cited by Ng, 2015), but I disagree with this breakup. I think using technology and creating
with technology are two very different skills that require an appropriate distinction. However,
they can be elegantly combined by well-constructed projects. An excellent example is having
students build a website about digital privacy, or perhaps having students develop an infographic
about cyber-bulling. This is how I think the technology curriculum can be taught most
effectively. Having the students learn how to use technology by creating with technology. There
is little research to back up with position, but I have chosen this position based on my experience
thus far as an ICT teacher.

Finally, in my journey as an ICT teacher I have learned that the role is much less about a large
content knowledge and much more about facilitating an environment where students can explore
with technology to develop various creative ideas they have. I think of my role as being much
closer to a project manager than a teacher. I need to know which students are the experts in
various elements of technology and allow them to demonstrate this knowledge. It is simply
impossible for a technology teacher to be fully aware of every aspect of the field, so instead of
being rigid in what I teach, I want to be open to new ideas and open to learning from the
students. Certainly there are critical aspects that need explicit teaching; for example the parts of a
computer and digital security, but these need to be taught broadly and generally so student can
apply them as they see fit in their own journey through digital technology.
ASSIGNMENT 2 3

Rational
I have developed this program with a high socioeconomic status school in mind. It is a private
Anglican school. The distribution of students is 13 male and 3 female students. The top student
in the class is one of the females, and the other two females are also doing quite well. The most
capable student is a male who struggles to complete all parts of assessments because he finds
them boring. As a result his grade does not reflect his ability. This is a student I need to
differentiate for. Two students in the class struggle: one due to lack of effort in assessment work;
the other due to procrastination. I will be differentiating for the second of these two students. The
final differentiation I need to consider is that the top student in my class also has extreme stage
fright. She does not want to be called out no matter what. This has been outlined in her student
profile. With this student I need to ensure I check on progress regularly as she will not go out of
her way to ask questions if she is struggling. The remainder of the students are generally higher
ability many are working beyond the expectations of the course and show much enthusiasm for
the subject. No less than 5 of the 16 students are seriously considering a computer science related
career. The students generally work in groups at a table, but do understand that independent
work must be handed in as such. They are fully aware of the tools I will use to ensure their work
does not closely match the work of another student.

I have placed this program at the end of term 3 (dates aligning to 2018). This is because the
process I will be taking the students through will refresh some of their understanding of content
covered in the prior two terms. I generally prefer to reserve the last term to revision and
preparation for exams. I have allocated 6 weeks to the topic of Visual Programming. The
syllabus recommends 60% of the course time is spent on programming, and that topic can be
reasonable divided into these three equal parts: Knowledge and understanding, algorithm
development, and visual programming. Given a total of 30 weeks of instruction (3 terms at 10
weeks each) 60% is exactly 18 weeks, which divided into 3 gives 6 weeks for the content. As
such, I have developed a 6 week program. Another reason I went with 6 weeks is because I do
not think it is reasonable to cover this topic in less time. Furthermore, a large part of my program
will be class time to work on the assessment which minimizes the amount of preparation
required for those lessons (assuming the instructor is confident in working with visual
programming as I am).

Visual programming currently sits in the year 11 Computer Science ATAR curriculum and with
my experience thus far in teaching this content I feel this is the right place. There are several
reasons for this. First of all, I think it is important that students first get the opportunity to
explore programming in a console environment (such as Python) because it will give them
appreciation for the power of a Visual Language. In addition, combining a new topic of coding
with another new topic of visual design in a programming environment will likely overwhelm
students. The only caveat with its current implementation is that it will not be mandatory for
students to be exposed to visual programming as the Computer Science course is optional. I
suspect a re-evaluation will be done in a few years to decide whether to introduce visual
ASSIGNMENT 2 4

programming perhaps in year 9 or 10 especially with students learning to code at a much

younger age. To summarise, I think from a cognitive and emotional perspective year 11 is the
right place for this topic as the curriculum stands now, but in a few years it may be able to move
down without causing cognitive overload or emotion breakdown.

In terms of the topic where it sits in my program I again think it is the right place because there is
a good chance in 2018 that I will have students who have never programmed. By having the
students first work through flowcharts, trace tables and pseudocode they will be much better
equipped to handle this topic. I had this case during my practicum this year and I have no doubt
that introducing this topic any earlier would have scared some students to a point where they
would have dropped the class. This topic isnt particularly related to the physical aspect of
adolescent development. From a social aspect introducing this topic later on in the program is
also a good idea because by this point students will have learned to work together and help each
other out. Again, on my practicum I allowed students to work through the assessment together,
but each had to have an individual solution. I saw them use collaborative spaces to share little
bits of tricky code and I thought this was fantastic as very much programming is done in this
way in work force as well.

There are several important teaching best practices I have considered when developing this
program. These include spiral curriculum, Blooms revised taxonomy, cooperative learning, and
relevance.

Gibbs (2014) summarizes the work of Bruner regarding the spiral curriculum thus:

In short, students revisit a topic, theme, or subject several times throughout their
schooling, where the complexity of the topic is increased with each visit so the new
learning is connected to the old learning. (p. 42)

This is exactly how I want to develop my students knowledge of visual programming.

Furthermore, you will see in my program there is often a seemingly tangent topic covered, such
as writing pseudocode or reconsidering the SDLC. This is intentionally integrated into my
program to ensure students do not forget topics previously covered. In addition, I have
specifically inserted several numeracy challenges that relate to concepts students will have or
will be learning in either their Mathematics or Physics classes (for example writing code to
solve the quadratic equation, or the practical assessment where students develop code for a
projectile simulation). These tasks are specifically designed so that maximum learning can occur.
I have ensured these tasks will not create boundaries for students for example, the formulas are
given and in some cases even parts of code are given; however, I do want students to continually
revisit topics not only of my subject, but also other subject areas.

Blooms taxonomy, as revised by Krathwohl (2002) is one that I think is important to go through
when setting up a program. I have intentionally setup my program in a way that sees students
ASSIGNMENT 2 5

first memorizing (some of this would have happened prior to the section of the program covered
by this assessment), followed by understanding, applying, analyzing and creating. Finally, as a
bit of an interesting activity I have developed several Interview Challenges that I give to
students that see them either evaluate or analyze some code. All of these activities are designed
to ensure I follow Blooms taxonomy ensuring that students develop higher and lower order
thinking and knowledge in programming.

Jolliffe (2007) establishes a picture of what cooperative learning looks like by demanding two
elements: positive interdependence and individual accountability (p. 13). In my program,
especially the assessment, I want students working together in a positive manner, but at the same
time I want them to ensure they are each accountable for their own learning. This is why the
assessment I give students is independent, though I will allow students to work together on them.
Then to validate that each students has learned the necessary content I have also included a test.

Finally, as research by Kember, Ho and Hong in 2008 has clearly shown, relevance is one of the
most important factors in student learning. I have tried to bring relevance into my program by
integrating numeracy, literacy and sustainability. My hope is that students will see the great
connection between these subject areas and capabilities. I am hoping they may in the future
apply these ideas to solve world problems, especially that of sustainability. Often these world
problems do require the application of numeracy and literacy to a software solution.

I hope the implementation of these four major ideas into my program is successful and will
benefit student learning in not just only the subject area, but in becoming responsible digital and
physical citizens of society.
ASSIGNMENT 2 6

FACULTY OF EDUCATION Student Name: Gerry Moerkerken

TEACHING & LEARNING PROGRAM Student ID: 22209659
(Secondary)

SCHOOL: All Saints College YR: 11 SUBJECT: Computer Science ATAR TOPIC: Visual Programming

PROGRAM OVERVIEW FOR PERIOD (date) August 13, 2018 TO (date) September 21, 2018

Note: I have put the ATAR curriculum items in the week in which they are introduced many build on each other and are used continuously for the
remainder of the topic, but in the interest of a readable document I have not repeated these items each week they are considered

Tools needed to run this program (some weeks have additional):

1. Visual Express IDE

2. Students have laptops that have been configured to allow them to run programs created in Visual Express IDE

3. Students laptops have OneNote and a folder for this unit, which includes a collaboration area

4. Projector in Classroom that instructor laptop can connect to

Wee Curriculum Digital Links to Objectives Learning & Teaching Experiences/Content Resources & Tools Assessment
k/ Technologies Strands- General Aims that you Formative or summative
Less Sub Strands / ICT Capabilities/ want them to What students are doing/learning/engaging activities? What they will use? How achievement will be
on Capability Cross judged?
achieve
Curricular How results will be
recorded?
1 Knowledge Literacy: By the end of this Introduction to visual programming activity Self-made Resource: Formative assessment
Aug characteristics of data By learning week I want (roughly one lesson) http://gerrymoerkerken.we See how they are going on
13 types how to read students to be able I am first going to ask the students a few basic key ebly.com/visual- challenges which are due
Aug integer software questions such as Who has done visual programming?, programming.html for homework. This
to:
17 real (floating point instructions What language did you use?, Who has done any should be done on a daily
number) and develop Create a VB programming?, What languages have been used? Solutions to all challenges basis to ensure struggling
Boolean code project will be provided to students students dont fall behind
character By learning Add labels, Then I will ask them to think about a typical User in OneNote, but only after with this important topic.
appropriate naming technical buttons and input Interface I might bring up an example like Microsoft the students have first It is a topic students can
conventions for vocabulary Paint. Ask them how they think they might write the attempted them. Some quickly get lost in so
ASSIGNMENT 2 7

variables and coding to their VB forms code to get the various elements onto the screen. Give examples are provided in my VERY important to
types of control discourse Correctly name them 5 minutes to write this in OneNote collaboration resources folder monitor progress.
structures, including: Numeracy: their form space. Then ask them how they might figure out,
sequence By ensuring programmatically when the user has clicked something. Guide to naming Review solutions to
elements
students solve Again 5 minutes for this and then go over the various conventions: conclusion activity
mathematical Write simple code answers just to get an idea of what the students are https://msdn.microsoft.co ensure appropriate
Skills problems such to handle the thinking at this point. m/en- design decisions are
apply, using as calculating clicking of a us/library/aa263493(v=vs.6 made
pseudocode and a interesting button (by simple I Once this is completed I will direct them to my website 0).aspx
programming language, programmatic mean sequential) and give them an overview of the program for the next 6
the following ally weeks. Various mini-challenges to
programming concepts: ICT: be held during the week
Students are The remainder of the week will be various activities, but examples can be found
constants
working with for the ones who are experienced in Visual Express (C# here:
variables various or VB) I will allow them to begin various challenges. http://www.codinghomewor
software Two differentiation challenges for strong students will k.com/vb-net-programming-
solutions and include developing a program to solve any quadratic challenge-4-pp3-car-loan-
developing equation, and developing a program that can find the calculator-processing-input-
skills and values of a given row in Pascals Triangle (this second from-text-boxes-if-
confidence one is quite challenging) statements-type-conversion/
with new tools
and tools Activity 1: Here are some more
already used Creating a project in Visual Express. Demonstrate how example that I might use to
Critical and to create a project in Visual Express and explain the differentiate:
Creative various features. Be sure to explain the form vs. the code http://www.homeandlearn.co
Thinking: view. Keep demonstrations simple and sequential code .uk/exercises/programming_
Students only. For example drop a button, and write code that exercises.html
analyse, when the button is clicked a message box is displayed. And one final resource that
synthesis and Demonstrate: may be of interest to some
reason Variables (dim variablename as ) students is this:
solutions to Integers, Booleans, Double and Char http://www.freevbcode.com/
various ShowCode.asp?ID=536
problems Follow this with simple challenges for students to
Students attempt. Review the challenges once sufficient time has Tools:
reflect on been given for students to attempt them. Microsoft Paint
thinking and
processes Activity 2: Excellent Resource from
Go over naming conventions using resource provided TES with ideas of how to
from MSDN. Explain the importance of naming go through the very basics
conventions. of VB:
https://www.tes.com/teachin
Activity 3: g-resource/visual-basic-
Demonstrate buttons, inputs and labels to students (being programming-guide-
sure to use best practices with students). Explain to the 6129691
ASSIGNMENT 2 8

students the best practice methods of validating all user Note I would expect this
input. Continue this with a few more challenges for program to take at MOST
students to work through. (The strong students might be the first two weeks of the 6.
working on Pascals Triangle by now, but this will take a I really like his good and
few lessons unless they are brilliant) bad code examples

Key Questions for this week:

How do you add a button to the user interface?
How do you create a function that runs when the user
clicks the button?
How do you declare a variable in VB?
What do you use a Boolean/integer/double/char for in
VB?

Conclusion Activity
Now that students have had a taste of visual
programming it is a good time to take a step back and
think about best practices in design. The activity is to
have student design (either on paper, OneNote, Visual
Express or other tool if they prefer) a simple interface for
a flight booking system. Then review their designs and
demonstrate my design. Be sure to justify it for
example, is it better to use a textbox or numeric up-down
for number of passengers and why? Is it better to use a
combo-box or text box for destination and why? Should
the program automatically correct errors and why?
The reason for this activity is to ensure students
recognize that visual programming is not just about
programming and adding in visuals, but that the visuals
are a key part of this topic.
2 Knowledge Literacy: By end of this Introduction Activity: Example Pseudocode: Formative continue to
Aug modelling of an By learning week I want Give students some simple pseudocode and ask them to Some examples can be see how challenges are
20 - algorithm using trace more students to be able make a trace table for the pseudocode. This is a bit of found in here; may be progressing.
25 tables to test for logic technology beneficial to develop
to: review from a prior topic, but also refreshes their minds
types of control vocabulary depending on student ability Differentiation: Make
structures, including: and continuing Debug their VB for the debugging activity later in the week. http://ib.compscihub.net/wp- sure to check how
selection to develop code content/uploads/2015/04/IB- quiet/shy students are
o one-way (if then) coding Write code that Activity 1 (spread this out over the week): Pseudocode-rules.pdf progressing.
o two-way (if then else) competency implements Demonstration to the students of how to implement a
o multi-way (case, Numeracy: selection and loop and selection in VB. This will be followed by a https://www.bbc.co.uk/educ Review solutions to the
nested if) Using iteration detailed explanation of how event handling works in VB. ation/guides/z3bq7ty/revisio trace table as an
iteration computational n/2 indicator of how much
Add combo boxes, Be sure to explain that each time an event occurs (ie:
o test first (while) thinking in revision may be needed
o test last (repeat until) decision radio buttons, and button pressed) the same event handler or function is run, VB Emulator: on this previously
ASSIGNMENT 2 9

o fixed (for) making checkboxes to BUT it starts completely fresh, meaning all variables https://www.tutorialspoint.c covered content.
For their VB forms inside will have lost their previous values. Follow this up om/compile_vb.net_online.p
Skills differentiation Trace their code with more challenges (as from last week) for students to hp Review their solutions to
use trace tables to with high the buggy code and see if
and match the work through; this time ensuring that the challenges also
test for and debug logic ability Debugging Video to they identify problems
errors students they results to a trace use loops. Supplement demo (and for correctly.
may be asked table students who may miss
apply, using
to write a Differentiation: class):
pseudocode and a
program that Some students may really struggle with the combination https://www.youtube.com/w
programming language,
can solve a of learning a new language (VB) and the visual side of atch?v=Uk-a7qVa36c
the following control
quadratic programming. It may be a good idea to have them work
structures:
equation or Properties, Objects,
sequence in just VB using an online emulator which will remove a
write a Methods (not a fabulous
program than few barriers: the rather complex Visual Express resource; probably better
selection
can calculate interface, the idea of combining visual design with to have students take notes
o one-way (if then) the values of programming. during demonstration):
o two-way (if then else) n row of https://msdn.microsoft.com/
Pascals Activity 2 (this can be half a lesson or so): en-
o multi-way (case, triangle us/library/office/aa211958(v
nested if) Demonstrate debugging in Visual Express to students.
(equivalent to =office.11).aspx
This is a very powerful tool liken it to their trace
iteration finding
coefficients of tables. For a student activity have them develop a trace
o test first (while) table for a simple algorithm in VB. Then provide the
an equation
o test last (repeat until) with n code to them as a VB project and have them debug it and
degree) compare (line by line) the values they have in their trace
o fixed (for)
ICT table to the values of the debugger. They should match
Critical and
100%.
Creative
Thinking
As above Activity 3 (this will be half a lesson or so):
Explanation of objects, properties and functions. Use
very clear and accurate language as students are easily
confused. Use examples such as .toString() (a function
that is implemented on all classes by default), .Text (a
property of some but not all classes). Explain (by demo)
how to see the difference VS express uses different
icons for each of these elements. Also tie this in to the
work the students have done with ER diagrams ask the
class to draw an ER diagram of a scenario. A good
example that works well is an ER diagram of students
and subjects. Then tie that in to objects and classes in VB
they are the exact same thing except databases dont
ASSIGNMENT 2 10

have functions.

Key Questions for this week:

How do you create a loop in VB?
How do you create an if-else in VB?
How do you create a case statement (or selection) in VB?
What is the benefit of debugging code?

Conclusion Activity
Give students a print-out of some buggy code written in
VB. They will then be asked to find as many bugs in the
code as possible. (Note: code has not yet been written)
3 Knowledge Sustainability By the end of this Introduction Commenting Resource: Programming Project
Aug types of program or : week I want The first lesson the students will start their Programming https://www.cs.utah.edu/~ge (start this first step is
28 code errors, including: Consideration students to be able project under test conditions; though they will need rmain/PPS/Topics/commenti formative, but the total
Aug syntax errors of the impact ng.html project is summative)
to: receive a grade for it test conditions are to be enforced to
31 run-time errors of
logical errors unsustainable Understand the prepare them for exams and also to ensure individual Resource on External Formative (review their
purpose of internal behaviour and main types of progress can be gauged. They will be given part 1 of the Documentation: pseudocode and
and external various coding errors, project and asked to complete as much as possible. https://www.deque.com/blog variables list prior to
documentation initiatives than including how to Reassure them that it is purely a formative assessment /user-documentation- starting project)
modelling of an can be or are identify and best and only feedback will be provided to help them start on important/
algorithm using flow being solve each type their programming project. Differentiation: Check
charts undertaken to Coding Errors: progress of students that
Develop internal
combat these PowerPoint is provided in gets bored easily very
Skills behaviours. and external Activity 1: resources folder likely this will hand in a
use pseudocode to Literacy: documentation for Go over Coding Errors! PowerPoint. Could also better than perfect
represent a Being able to their programs supplement with examples in Visual Express. Programming Project: program but not hand in
programming solution read software Test their code Is available in Resources a trace table in
specification using suitable test Activity 2: folder pseudocode because that
select and apply
suitable test data for
document data Although best practices, including commenting code will is boring check
checking the solution Numeracy: regularly and encourage
have been reviewed already it is important to spend some
Student completion of all steps.
apply the SDC to project Note they will time going over this with students. Explain the
create digital solutions involves have already importance of both and use real world examples. (ie:
develop internal various covered trace when you mouse over a function in the IDE it shows the
and external calculation tables, flowcharts comments which help you understand how to use the
documentation ICT and pseudocode by program! And when you purchase a program it comes
Critical and
this point so this with installation and user instruction!)
Creative
Thinking should be revision
As above for them The following activities (the next two-three weeks) are
going through a series of demonstrations that will
ASSIGNMENT 2 11

connect various concepts together. Each activity will

take approximately 15 minutes and the remainder of the
lessons will be work periods during which I will provide
assistance to students. The project is not an easy one and
students will need a fair amount of class time to work on
it.

Activity 3:
We have a static program and we want to make it
dynamic. Best example for this is to write up a simple
store catalogue so that it can be ties to a database with
reads, writes, updates and deletes.
Key Questions Is this a usable program? (It isnt
because a store catalogue is always changing but we
cannot change items)
Let the students know that the next few activities will be
going through this project and adding features to it until
it is dynamic
This activity will specifically demonstrate how to add
items to a list dynamically.

Key Questions for this week:

What are the three main types of programming errors?
What is the difference between internal and external
documentation?

Conclusion
Ask the students to write an answer to the following
question: (this is a bit of revision for them but also
makes them think of a real application of the SDLC
instead of just know what it is)
How are you applying the SDLC to your programming
project? In answering this question be sure to consider
things like allocating time for testing your program and
completing external and internal documentation!
4 Knowledge Sustainability By the end of this Introduction Additional Tools: Formative Kahoot
Sept types of code, Literacy week I want Interview you are given code and asked to print out Microsoft Access Quiz
3 including: Numeracy students to be able what the program will print out (the code will be console
Sept source ICT DateTimePicker: Differentiation:
ASSIGNMENT 2 12

7 executable Critical and to: based on Visual, but will be in VB). This will connect to https://www.techrepublic.co Continue to check
Creative Distinguish trace tables and general logic. (note this code will need m/blog/software- project progress with
Thinking between source to be developed) engineer/learn-how-to-use- students that struggle
As above the-datetimepicker-control- and procrastinate. May
and executable
in-vbnet/ even be worth setting
code Activity1: Support for onLoad event: milestones and holding
Explain the Demonstrate to students a few things needed for their https://www.youtube.com/w students accountable of
purpose of the projects: atch?v=iP57yqMbT8g those milestones.
onload function First need to demonstrate DateTimePicker
Create a calendar Next need to demonstrate how to create an onload StackOverflow on
control in VB and function TimeSpan:
https://stackoverflow.com/q
work with Date Third, need to demonstrate how to work with TimeSpan
uestions/18895045/get-time-
objects in VB and DateTime in VB. (including adding/subtracting). difference-between-two-
The example I find that works well is to write a program timespan-in-vb-net
to determine if a person is 16 for Facebook Signup. Take
current date and subtract their birthdate. Ensure the result Older but still useful video
is 16 years or greater. on creating a CRUD with
Finally, need to demonstrate how to dynamically set the Access in VB:
https://www.youtube.com/w
DateTimePicker
atch?v=Eiu8UTAvbrM

Activity 2 Sample CRUD with Access

Go over source and executable code (two resources in VB (may not work on all
provided are more teacher resources, but may be interest systems):
to some students). A very simple explanation is to tell https://www.sourcecodester.
com/visual-basic-
students that source code is the code they type out, and
net/8856/vbnet-ms-
executable code is what is generated. Showing them accesscrud.html
these generated files would be beneficial. There are
major legal implications which make these definitions Source vs. Executable:
more complex. https://softwareengineering.s
tackexchange.com/questions
Activity 3 (continuation of dynamic program): /220781/source-code-vs-
source-files
Key questions how do we add an item to a list
dynamically? https://freedom-to-
Key question our store items have multiple properties tinker.com/2002/09/04/sourc
(ie. Price, tax, name, description, id). How can we handle e-code-and-object-code/
that programmatically? (Im hoping some students relate
to the ER diagrams and say class) Kahoot Quiz:
This activity will show students how to create their own https://play.kahoot.it/#/k/a1d
f6fe1-55b6-4013-826b-
class that will represent a store item. It will be a very
3211bc891df0
ASSIGNMENT 2 13

simple class and students will be reminded that this is not (alternatively search for my
needed for this course, but only an extension activity that username g_moerkerken and
ties together the concepts they have learned it is the Year 11 Visual
Basic Quiz)
Activity 4 (continuation of dynamic program):
Key question what is the difference between a method
and a property?
Key Question what method do we have to implement
for us to add something dynamically to a list (.toString())
This activity will be another demonstration this time
the students will be shown how to create a new object
and add that to the list. At this point our program is
dynamic, but unfortunately the data will be lost on
program restart.
Key Question how can we make it restore that data?
(students should know from their database class that the
answer is to use a database. This will be the next activity
in the week following.

Key Questions for this week:

What is the difference between source and executable
code in VB?
How do you find a date that is 3 weeks from todays
date?
How do you set the date of a calendar control in VB?
How can you pre-set certain elements in you VB form
programmatically?

Conclusion
There are some review questions from prior topics in
here too.
Kahoot quiz
5 Revision of prior Sustainability By the end of this Introduction Additional Tools: Summative project is
Sept content Literacy week I want Review the results of the Kahoot quiz and go over any Microsoft Access due end of week.
10 Numeracy students to be weak areas. If necessary dedicate a half lesson or even
14 ICT Solution to Project: Anecdotal notes on
comfortable full lesson to review anything that was seriously lacking
Critical and I did not provide a solution progress in project
Creative writing a practical in the kahoot quiz. to the project. I did provide
Thinking test in which they Can also show them the ICT Careers Resource just as a the solution to the project I Conclusion activity will
ASSIGNMENT 2 14

As above develop a VB reminder to students (this being near the end of the term) actually gave during help plan for revision
solution to a how many cool careers there are in ICT practicum (flight booking). focusses in the first two
problem lessons of week following
Cheat Sheet (Review for
This entire week is a work period. I could have left it out
the weekend): Differentiation: This
to avoid a week with no activities but I think that is https://www.thecodingguys. week it is critical to
being dishonest and unrealistic. Students will need this net/resources/visual-basic- ensure that students who
week to complete their projects. I will spend the lessons cs.pdf procrastinate are well on
helping students out (and their will be many who still their way. If they have
need a fair amount of help). Students that are completed ICT Careers Poster: barely started they will
will be given various challenges to work through to https://www.tes.com/teachin NOT succeed without
g-resource/careers-in-ict- serious help.
extend them. For example I might ask them to make a
6168633 In addition check with
copy of their project and in their copy try and get a student who skips
database integrated for the cities. This is a tough boring parts to ensure
challenge but some students will be able to complete this they have completed
successfully. Note, that despite this being a work-period them or are well on
week I will continue with the activity to make a dynamic track to do so. Not
program as it will connect various concepts for students, completing those parts
will seriously impact
and also allow stronger students to more easily complete
their grade.
the challenge of adding a database into their projects.

Activity 1 (continuation of dynamic program):

Ask the students to work as a class to build an ER
diagram for the store catalogue solution. This should be
revision. Then as a class build the database using Access.
(This again will be revision)

Activity 2 (continuation of dynamic program):

Show the students how to connect the sample project to
the created database this code should be given to
students; better is to give entire project to students. Then
go through the exercise of reading from the database to
get the store catalogue items and putting them
dynamically in our list. (The SQL should be revision as
students have done the SQL unit, but the programming
equivalent should be new)
Note I ran this on prac and the students were extremely
appreciative as they previously didnt understand the
purpose of this SQL stuff)
ASSIGNMENT 2 15

Activity 3 (continuation of dynamic program):

Final activity is to add items to the database when new
items are created in the interface. This again will be
partly revision and partly new for students. The entire
completed project should be given to students so they
can use them in their projects if they like (as an
extension exercise)

Key Question for this week:

Is your project completed or nearly completed?

Conclusion
Remind students of the deadline of the project. Overview
of the following week.
Snowball activity students write down one thing they
feel shaky about going into the final week of
programming. Then they crumble up their papers and
throw them, picking up another one. Then they read out
what the paper they picked up said.
6 Revision of prior Sustainability By the end of this Introduction Practice Review Questions: Formative - Practice
Sept content Literacy week I want Interview: You go to an interview and the interviewer http://www.dreamincode.net Test & Summative -
13 - Numeracy students able to gives you a piece of paper with some code on it. The /forums/topic/78802- Actual Test
21 ICT martyr2s-mega-project-
confidently instructions to you are to comment the code explaining
Critical and ideas-list/
Creative demonstrate their what it does.
Thinking ability to develop Practical Practice Test:
As above solutions in Visual Activity 1: Available in Resources
Basic given a real Student driven review. If students have very things they Folder
world problem. want to go over then drive the review by providing
challenges to them. Actual Test:
Available in Resources
Folder
Activity 2: (if projects are marked)
Return student projects to them and have the students Reflections:
complete reflections of their projects. This can be done Students use StudentConnect
in any medium that is used by the school, but is a or equivalent tools to
requirement. All students must complete a reflection of complete reflections
reasonable quality.
Solutions to Test:
Are in Resources folder
ASSIGNMENT 2 16

Activity 3:
Practice Test: (Projectile Calculator). Give about of a
lesson and then review the solution. Ensure solution is
provided to students to review overnight as well.

Activity 4:
Actual Test: (BMI calculator). Give entire lesson for the
test. Test conditions must be enforced.

Conclusion
Review the test written second last day and ensure
students write reflections for their tests. These can be
written in a journal or any reasonable means but they
MUST be completed
Also have students complete a reflection of the entire
topic answering the following:
What was easy?
What was difficult?
How would I change my approach to this topic if given a
second change?
What changes could be made to this program to help you
learn?
Teacher Reflection:
Identify what are the most and least effective changes you would make in future.
Was the distribution of the content sufficient?
Is there any part of the topic that should be focussed on more next year?
Is there any part of the topic that students grasped more easily than expected?
Was there enough time/too much time for the amount of content covered by this topic?
Was their suitable variety in teaching strategies to ensure all students have an opportunity to learn?
Self-Evaluation:
Did I teach the content in a way that was engaging and motivated the students to learn?
Did I sufficiently differentiate and ensure each student had the best opportunity to learn?
Was I well-prepared for each lesson such that I was able to confidently instruct and help students?
Did I take all reasonable steps to ensure technical boundaries were not factors in students ability to succeed?
Did I appropriately target the lessons to the needs to the students?
Were extension activities beneficial or confusion to students?
Student Evaluation:
ASSIGNMENT 2 17

Did the students prepare themselves adequately for this topic? (ie. Follow steps to ensure their systems were ready)
Were students able to grasp the content based on the results of projects and tests?
Did students appreciate the connection between the topics of this unit in the extension activity?
Did the students complete all homework problems to the best of their ability or did they only complete the tasks that were assessed?
Did students ask questions when they needed help?
Did the students provide useful and constructive feedback that allows for continuous improvement?
 References
Gibbs, B. C. (2014). Reconfiguring Bruner: Compressing the spiral curriculum. Phi Delta
Kappan, 95(7), 41-44. http://dx.doi.org/10.1177/003172171409500710

Jolliffe, W. (2007). Cooperative Learning in the Classroom Putting it into Practice. Retrieved
from Ebook Central.

Kember, D., Ho, A., & Hong, C. (2008). The Importance of Establishing Relevance in
Motivating Student Learning. Active Learning in Higher Education, 9(3), 249-263.
http://dx.doi.org/10.1177/1469787408095849

Krathwohl, D. (2002). A Revision of Blooms Taxonomy: An Overview. Theory into Practice,

41(4), 212-218. http://dx.doi.org/10.1207/s15430421tip4104_2

Ng, W. (2015). New digital technology in education : conceptualizing professional learning for
educators. Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au

ACARA (Australian Curriculum Assessment and Reporting Authority). (2017). Digital

Technologies. Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/technologies/digital-technologies